Hilton, Caroline; Kelly, Joel; Wright, Pete; (2023) How teaching mathematics for social justice can support inclusive practices in the elementary mathematics classroom. In: Drijvers, Paul and Csapodi, Csaba and Palmér, Hanna and Gosztonyi, Katalin and Herendiné-Kónya, Eszter, (eds.) Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). (pp. pp. 4566-4573). Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.

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Abstract

The paper describes a project that took place in two elementary schools in London, U.K. By focusing on developing approaches to Teaching Mathematics for Social Justice (TMSJ), we identified opportunities and challenges for teaching and learning activities that promote inclusive practices and critical awareness amongst both teachers and students. By moving away from more traditional classroom practices and creating activities that were genuinely meaningful and engaging, teachers were able to engage their more ‘reluctant’ mathematics learners and students themselves became more focused and positive about themselves as mathematicians. TMSJ enabled teachers to realise the power of mathematics and to see themselves and their students as agents of change. This critical awareness provided opportunities for greater inclusion and participation.

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